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Teachers as mediators: an exploration of situated English teaching
Author(s) -
Kelly Peter,
Hohmann Ulrike,
Pratt Nick,
Dorf Hans
Publication year - 2013
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411926.2012.665433
Subject(s) - situated , context (archaeology) , set (abstract data type) , pedagogy , sociology , situated learning , mathematics education , psychology , style (visual arts) , geography , archaeology , artificial intelligence , computer science , programming language
Within the context of lower secondary English teaching in South West England, this study identifies in broad terms the competing goals between which English teachers mediate and the explicit and hidden tensions that result. To understand the interactions of competing goals, teachers' goal‐oriented behaviours are referenced to a set of idealised ‘role types’ based on the dimensions of goals, norms, discourses and practices. It is asserted that competing goals, significant to particular educational circumstances, emanate from various sometimes contradictory local, national and perhaps broader social and cultural influences on practice. Yet the teachers observed moved smoothly between goal‐oriented behaviours in a continuous and comfortable style, easily and without reflecting any tensions between them. Thus, this article elaborates an account of situated English teaching.